Teaching process writing
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This document outlines various pre-writing, writing, and editing strategies for students. It discusses brainstorming techniques like cubing to generate ideas from different perspectives. It also recommends activities for focusing ideas like fast writing, group compositions, and exploring different viewpoints or text types. Finally, it describes evaluating and structuring the writing through ordering ideas, self-editing, and peer editing to improve as writers.
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This document provides suggested answers to frequently asked questions in job interviews. It offers advice on how to concisely talk about your background and qualifications, strengths that relate to the job, addressing weaknesses positively, researching the company and positioning your experience and goals matching their needs. It also provides examples on how to discuss challenges like demanding customers or stress in a way that shows maturity and ability to handle difficult situations professionally.ย
Interview for applying a job
This document provides tips for preparing for a job interview. It recommends researching the company and position, preparing answers to common interview questions, and practicing your responses. Additional tips include dressing professionally, arriving 10-15 minutes early, speaking clearly during the interview, and thanking the interviewer afterwards regardless of how it goes. Being prepared will boost your confidence and allow you to present yourself as the best candidate for the job.
Resume writing
This document provides tips for writing an effective resume. It advises avoiding including salary history, charts/graphs, weaknesses, or reasons for leaving past jobs. The document emphasizes being honest, concise within two pages, and checking for spelling errors. Resumes should use formal fonts like Times New Roman or Arial. One should have a trusted friend review the resume for errors before finalizing. The overall goal of a resume is to generate interest and land an interview, not provide extensive details, which are better saved for the interview.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
Oral Approach and Situational
1. Oral and Situational Language Teaching was developed in the 1930s-1960s by British linguists Harold Palmer and A.S. Hornby. It focuses on teaching language through oral practice of vocabulary and structures in meaningful situations.
2. The goals are to teach the four language skills through accurate pronunciation, grammar, and responses in oral situations. New language is introduced and practiced through controlled vocabulary and situational dialogs.
3. Teachers serve as models, create situations requiring the target language, and guide structured repetition and substitution drills. Accuracy is emphasized through repetition and correction.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Syllabus
This document provides an overview of the audiolingual method for teaching language. It describes how the audiolingual method focuses on the structure of language, teaching listening and speaking first before reading and writing. Key learning activities include dialogues, drills, repetition and transformation exercises where students practice manipulating language forms. The teacher leads the learning process while students play a reactive role, responding to drills without initiating interaction to avoid mistakes.
The Audiolingual Method
The document discusses the history of language teaching methods prior to and after World War II. Before the war, there were three main methods (Direct Method, Reading Approach, Reading-Oral Approach) but they lacked standardization and structure. The Army Specialized Training Program during WWII had students learn intensively from native speakers 10 hours a day. After the war, Audiolingualism became the standardized method, focusing on habit formation. The 1957 launch of Sputnik then prompted more funding and development of new methods through the National Defense Education Act, though Audiolingualism remained influential into the 1960s.
Cells
Created by Neriza Jane Tambal from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Tsunami
Created by Sarah Eturma from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Bacteria
Created by Reylan Barquin from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Microbiology
The four phases of bacterial growth are lag phase, log or exponential phase, stationary phase, and death phase. In lag phase, bacteria are adjusting to their environment and producing enzymes and ribosomes. In log phase, the population grows exponentially as bacteria actively reproduce through binary fission. In stationary phase, reproduction and death rates equalize as nutrients become limited. In death phase, death outpaces reproduction and the population declines as conditions become unsuitable.
Surface Water
Created by Earl Herson Laput from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Aquifer
Created by Loven Getutua from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Tidal Theory
created by Jackelyn Diaz from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Kingdom Animalia
created by Cherubim Curayag from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Dam Construction
Created by Ma. Maiden Continedo from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Ground water extension and contamination
Created by Thea Cybelle Cobrado Janica Candido from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Bacterial Reproduction
Sexual reproduction in bacteria involves plasmids, which are loops of DNA that can multiply and move between bacterial cells and insert into or take DNA from the nucleus. This allows for genetic recombination between bacteria through three main processes: conjugation, where bacteria connect and transfer genes through a protein tube; transformation, where bacteria take in extracellular DNA from the environment; and transduction, where viruses called bacteriophages exchange DNA between bacteria during infection. These sexual reproduction processes generate genetic diversity unlike binary fission.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
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Teaching process writing
- 10. Pre-writing โขBrainstorming Getting started can be difficult, so students divided into groups quickly produce words and ideas about the writing. โขPlanning Students make a plan of the writing before they start. These plans can be compared and discussed in groups before writing takes place. โขGenerating ideas Discovery tasks such as cubing (students write quickly about the subject in six different ways - they: โข 1. describe it โข 2. compare it โข 3. associate it โข 4. analyze it โข 5. apply it โข 6. argue for or against it.
- 11. Questioning In groups, the idea is to generate lots of questions about the topic. This helps students focus upon audience as they consider what the reader needs to know. The answers to these questions will form the basis to the composition. Discussion and debate The teacher helps students with topics, helping them develop ideas in a positive and encouraging way.
- 12. Focusing ideas โขFast writing The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised. โขGroup compositions Working together in groups, sharing ideas. This collaborative writing is especially valuable as it involves other skills (speaking in particular.) โขChanging viewpoints A good writing activity to follow a role-play or storytelling activity. Different students choose different points of view and think about /discuss what this character would write in a diary, witness statement, etc. โขVarying form Similar to the activity above, but instead of different viewpoints, different text types are selected. How would the text be different if it were written as a letter, or a newspaper article, etc.
- 13. Evaluating, Structuring and Editing โขOrdering Students take the notes written in one of the pre-writing activities above and organise them. What would come first? Why? Here it is good to tell them to start with information known to the reader before moving onto what the reader does not know. โขSelf-editing A good writer must learn how to evaluate their own language - to improve through checking their own text, looking for errors, structure. This way students will become better writers. โขPeer editing and proof-reading Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends and colleagues to check texts for spelling, etc. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information.